I was able to teach trombone to Hector. During this lesson, I taught him how to buzz and the first five notes of the Bb concert scale. We went through a few of the section in the Brass Method book. We got this goal accomplish within our lesson. Firstly, I started with helping him learn how to start buzzing. I demonstrated how to buzz without the mouthpiece. I was getting him to set the embouchure by saying ‘M’ then I told him to push air to help vibrate his lips. After he got a solid buzz without the mouthpiece, I let him place the mouthpiece, and I use that time to make sure his mouthpiece was aligned. This part of the lesson I found really easy to teach because it was just helping him with the basic procedure of buzzing. This was the first goal on my lesson. The next goal in the lesson was to get him playing the first five notes. I utilize the Brass Method’s book a lot because they had …show more content…
The first issue was finding the right answer to help him. There were a few times I would try to answer and hoping that made sense even though it most likely did not make sense. For example, he was feeling a little pain for holding the trombone, and I didn't know the best way to fix that problem. Another issue was rushing or skipping. I felt that I was a little scattered brain throughout the lesson even when I knew what I want to go over in my lesson. Lastly, I didn't know how to form a good higher thinking question for throughout the lesson. I saved majority of my questions for the end of the lesson. These were few of the issues I felt I needed to improve on when it comes to teaching. Overall, I believe that I taught trombone to the best of my ability. I was able to get my goals accomplish which was playing the first five notes in the Bb scale and knowing how to buzz. I, also, know what I need to watch out for whenever I teach my next brass lesson because I want to improve from this lesson. This is what went on during my trombone
The students really enjoyed this activity because they were able to hear discussion about dialect and slang words that they currently use. Teaching this activity had to be the most rewarding because I saw the look of confusion change to understanding on the faces of so many students. One student said to me after class, "I always wondered why my grandmother speaks so different, and uses words that I never heard of. Tonight I will go home and ask her about it." That made me feel like I helped students think about an issue that they may have never thought of, and it was great! I must admit that I was a little skeptical of the way this lesson would turn out because the first day I had some difficulty. But after seeing my students engaged and excited about a lesson that I created, I knew that I would one day be one of the "great" teachers that I idolize.
Throughout this semester of college, I have observed three separate Elementary General Music teachers. Each of the teachers had their own personalities that each reflected upon their teaching. They all came from different areas of study, but all still manage to be successful, each with their own pros and cons.
While Alfred’s hardly goes beyond the duties of teaching entry level percussion, it does its job decidedly well of outlining the bare basics of playing a kit. If you’re looking for something more advanced or diverse, this book is not for
Wharram, Barbara. Elementary Rudiments of Music. Ed. Kathleen Wood. 2nd ed. Mississauga, Ont.: Frederick Harris Music, 2010. Print.
Throughout the summer, I aimed to master scales, practiced “Happy Birthday,” studied music books, and even watched “Learn Violin in One Hour!” on YouTube. Despite my efforts, I was far from prepared for my first day in the Milpitas orchestra. Monday, August 18th, over sixty trained students glided their bows over their strings, naturally hitting each note, while my fingers fumbled, strumming wrong notes as I struggled
Saturday came, and my lesson began. My teacher opened with the notation used in sheet music. He moved on to guitar tab after finding out that I already read music. I found tab to be simple, so we moved on to a beginner’s song book after about five minutes. I would play the notes, and he would play riffs, rhythms, and occasionally bass to go along with my part. After playing a few different variations of a song, we moved on to another selection. Before we knew it, the time was eight till one; the lesson was supposed to end at twelve thirty. Other than that, everything had gone perfect. I had learned the whole first chapter of the book plus a few songs in the second.
I have learned to implement rules that address each lesson appropriately. I learned that with science lessons that I should include rules that address students touching the props and experiment safety. I have also learned how to set up my classroom to get rid of unwanted behaviors and promote positive interactions with my students. I learned to separate two boys in my class who constantly talked while I was teaching. I moved one boy to the other side of the room to get rid of those unwanted behaviors. I have also learned how to positively reinforce good behaviors. I set up a system that had students raise their hands to receive a pretzel. If they did not raise their hands they could not receive a pretzel for the rest of the period. By enforcing this system it allowed students to raise their hands and not shout out answers that led to more talking by their other peers. Classroom management is probably the most important skill a teacher can have, by setting up rules and reinforcing positive behaviors, I learned and am continually learning what techniques I can use to best manage my classroom in the future to promote student
One aspect of the session that I feel went well was that my assigned child practiced her kicking skills today. She enjoyed kicking the bowling pins and also knocking them down in various ways. She also was able to play with the clinic’s train. As mentioned before in a previous reflection, my assigned child was able to identify this as a train and say the words
What is a brass instrument? A brass instrument is known as an “aerophone”, which is an instrument where the musician blows air through the instrument. The player of the brass instrument makes a tone by buzzing their lips against a cup-shaped mouthpiece. However, many brass instruments aren’t purely made of brass. Many of these instruments have other metals to form separate parts of the instrument. Brass instruments, like every other pitched music instrument, are reliant on on the overtone series of notes. The overtone series states that a string, or vibrating air column, like a brass tubing on an instrument, vibrate at certain frequencies based on the length of string or tubing. “The fundamental pitch is the lowest natural note. Other possible
The one aspect that through me off a bit was, grouping the students. When planned out the lesson, I planned out the grouping for all of the students and when a few were absent, I had a difficult time adjusting. It took me a minute, but eventually I figured it out. I have also been trying to work on direction, so what I have started to do is incorporate the instruction into my presentation. I will also go around give individual instruction, which works out well since some of the students need more individual instruction. This also allows for me to check student work and give feedback, and interact more with the
According the limitations we had, I learn following lessons from this teaching practice session. Firstly, it is better to give instructions as simple and clear as possible. For instance, using more short sentences and one sentence only for one key information. Also, I found it is not necessary to give all instructions that they do not need to know in advance
To be an effective teacher and make a difference in a student’s life in the classroom, the teacher must always be positive with students. To have a negative attitude or discourage a student in anyway can cause them to regress in the class and in their lessons and will ultimately cause behavior problems for the teacher during class. The teacher must have good organizational skills. A classroom that is disorganized and does not have a cohesive flow with all materials and lessons organized in the right places will cause confusion in class and it will add to the inefficiency of the classroom. A teacher needs to learn how to write a lesson plan. Lesson plans need to be well thought out and organized with all materials prepared ahead of time. It is always best to review the lesson plans a few times to make sure the
Before watching the video, I was not sure I had included the students enough by asking questions and having them interact with me, but the video showed that I did indeed ask plenty of questions of the students rather than just talk at them. My goal had been to engage the students as much as possible in order to keep them focused and interested. Watching the video, it was apparent that I stayed within the time allotted for teacher input and guided practice. At the time of the lesson, I felt like I had been teaching those two components for much longer. Watching the video, I could see that having students come up to demonstrate on the Smart Board added more time than I had accounted for and so I need to remember that when I am planning lessons where I will have students demonstrate their knowledge.
After finishing the teaching part of the lesson, I realized that not everything goes according to plan. For example, in our lesson plan, we had the explain portion detailed and outlined to teach students the technical terms of what they were seeing in the stations and other activities and make it a collaborative effort within groups to work with the vocabulary words. However, the teaching of the plan was not well executed. Also, I learned that teaching a topic does not have to be boring or just full of worksheets. Fun, engaging lab stations and interactive activities can fulfill the standards and requirements just as well, if not better, than basic worksheets and PowerPoint lectures. Lastly, I realized that lesson planning and teaching require a great deal of effort and work, but it is all worth it when a light bulb goes off in a students’ head and they learn something new and are excited to be learning and extend their science
During my own classroom observation it was noted that the level of questioning with the students needed to be improved upon. Reynolds and Muijs (1999) mention one of the main requirements to be an effective teacher is knowledge of the content being taught. Spending more time reviewing the content and preparing a list of questions prior to each lesson would greatly help develop the level of questioning with the